教育崇善与教育者的道德主体性  

Educational Good and the Moral Subjectivity of the Educator

作　　者：糜海波[1] MI Hai-bo(Ideological and Political Theory Teaching and Research Department, Nanjing Forest Police College,Nanjing 210023,Jiangsu)

机构地区：[1]南京森林警察学院思政部,江苏南京210023

出　　处：《宝鸡文理学院学报（社会科学版）》2018年第2期101-104,共4页Journal of Baoji University of Arts and Sciences：Social Science Edition

摘　　要：就教育善的完全实现而言,教育的道德主体性有两个基本维度:教育系统的道德主体性和教育者的道德主体性。前者旨在从整体意义上实现教育善,后者旨在从个体意义上实现教育善。就后者而言,教育者的道德主体性作为实现教育善的路径之一,是主体遵行规范、进行价值追求的活动。教育伦理建设应将规范性与主体性相统一,从道德主体性上培养教育者的教育德性和教育信念,为实现教育善提供内在保证和精神动力。As for the complete realization of the educational good,the moral subjectivity of education has two basic dimensions of the moral subjectivity of the educational system and the moral subjectivity of the educator.The former is to achieve the educational good in the whole sense and the latter is to achieve the educational good in the individual sense.As for the latter,as one of the ways of realizing the educational good,the moral subjectivity of the educator is an activity that the subject follows the rules and a value seeking.The construction of educational ethics should integrate the standardization and the subjectivity,educating the educator’s virtue and education belief and providing the internal assurance and spiritual motivation for the realization of educational good.

关 键 词：教育善 教育者 道德主体性 教育德性 教育信念 

分 类 号：G446[哲学宗教—心理学]